The landscape of childhood: play and place as tools to understanding children’s enviromental use and perceptions
- Alexander, Jamie K, Cocks, Michelle L, Shackleton, Charlie M
- Authors: Alexander, Jamie K , Cocks, Michelle L , Shackleton, Charlie M
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141165 , vital:37949 , DOI: 10.1007/s10745-015-9755-z
- Description: Research has shown that children are the greatest users of natural areas and that childhood experiences strongly shape adults’ environmental values. This project was designed to ascertain children’s environmental uses and perceptions in two rural villages in the Eastern Cape, South Africa, utilising children’s use of the environment for play and their sense of place as key focus areas. Several factors influenced children’s environmental use, including safety fears, increased consumption of western media and environmental restrictions imposed by the state, revealing how South Africa’s high level of violence against women and children contributes to gendered environmental use and knowledge, and bringing about concern for children’s cultural identity in an increasingly westernised world.
- Full Text:
- Date Issued: 2015
- Authors: Alexander, Jamie K , Cocks, Michelle L , Shackleton, Charlie M
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141165 , vital:37949 , DOI: 10.1007/s10745-015-9755-z
- Description: Research has shown that children are the greatest users of natural areas and that childhood experiences strongly shape adults’ environmental values. This project was designed to ascertain children’s environmental uses and perceptions in two rural villages in the Eastern Cape, South Africa, utilising children’s use of the environment for play and their sense of place as key focus areas. Several factors influenced children’s environmental use, including safety fears, increased consumption of western media and environmental restrictions imposed by the state, revealing how South Africa’s high level of violence against women and children contributes to gendered environmental use and knowledge, and bringing about concern for children’s cultural identity in an increasingly westernised world.
- Full Text:
- Date Issued: 2015
Inkcubeko Nendalo: a bio-cultural diversity schools education project in South Africa and its implications for inclusive Indigenous Knowledge Systems (IKS) Sustainability.
- Cocks, Michelle L, Alexander, Jamie K, Dold, Anthony P
- Authors: Cocks, Michelle L , Alexander, Jamie K , Dold, Anthony P
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141187 , vital:37951 , DOI: 10.1177/0973408212475232
- Description: South Africa is currently the world’s third most biodiverse country, with one of the highest concentrations of threatened biodiversity in the world. Emerging research reveals the increasing pressure on this biodiversity with many wild resources continuing to be utilised for livelihood purposes even within urban environments. The Rio conventions, particularly the CBD, call for an integrated approach to conservation that incorporates local environmental knowledge and practices. In a bid to market itself as globally competitive, South Africa’s Curriculum 2005 (C 2005) is primarily focused on Western-based scientific knowledge, which sidelines the contribution of indigenous knowledge systems (IKS) and ignores the holistic nature of indigenous worldviews. The Inkcubeko Nendalo programme is designed to revitalise cultural identity, showing children the value of local indigenous knowledge and cultural environmental values.
- Full Text:
- Date Issued: 2013
- Authors: Cocks, Michelle L , Alexander, Jamie K , Dold, Anthony P
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141187 , vital:37951 , DOI: 10.1177/0973408212475232
- Description: South Africa is currently the world’s third most biodiverse country, with one of the highest concentrations of threatened biodiversity in the world. Emerging research reveals the increasing pressure on this biodiversity with many wild resources continuing to be utilised for livelihood purposes even within urban environments. The Rio conventions, particularly the CBD, call for an integrated approach to conservation that incorporates local environmental knowledge and practices. In a bid to market itself as globally competitive, South Africa’s Curriculum 2005 (C 2005) is primarily focused on Western-based scientific knowledge, which sidelines the contribution of indigenous knowledge systems (IKS) and ignores the holistic nature of indigenous worldviews. The Inkcubeko Nendalo programme is designed to revitalise cultural identity, showing children the value of local indigenous knowledge and cultural environmental values.
- Full Text:
- Date Issued: 2013
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